Thematic Maps Improve Memory for Facts and Inferences: A Test of the Stimulus Order Hypothesis
Undergraduates studied a thematic map of colonial Ceylon and read an expository text containing facts related to, or not related to, the map theme. Stimulus order (map-text vs. text-map) was varied between subjects, and half of the learners in each stimulus order group received a verbal prime relate...
Gespeichert in:
| Veröffentlicht in: | Contemporary educational psychology 1994, Vol.19 (2), p.129-142 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 142 |
|---|---|
| container_issue | 2 |
| container_start_page | 129 |
| container_title | Contemporary educational psychology |
| container_volume | 19 |
| creator | Rittschof, Kent A. Stock, William A. Kulhavy, Raymond W. Verdi, Michael P. Doran, Jenine M. |
| description | Undergraduates studied a thematic map of colonial Ceylon and read an expository text containing facts related to, or not related to, the map theme. Stimulus order (map-text vs. text-map) was varied between subjects, and half of the learners in each stimulus order group received a verbal prime related to the map theme. Subjects in the map-first condition recalled more theme-related and unrelated text facts and made more correct inferences involving the theme displayed on the map. Verbal priming had no effect on memory for theme-related facts or inferences, but reduced recall of unrelated facts. These results were interpreted within the dual coding framework, where maps are encoded as structurally coherent images. Such images are computationally efficient and can be used to retrieve associated text facts and to make the comparative judgments required for inferencing. |
| doi_str_mv | 10.1006/ceps.1994.1012 |
| format | Article |
| fullrecord | <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1006_ceps_1994_1012</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ485746</ericid><els_id>S0361476X84710125</els_id><sourcerecordid>EJ485746</sourcerecordid><originalsourceid>FETCH-LOGICAL-c338t-c77e739cc7d2d0d250b3b8d4c0d7a7f2aed8be8171cccec7a9bbd7f434f3ecea3</originalsourceid><addsrcrecordid>eNp1kL1PwzAQxS0EEuVjZWLwwJpix27ssFVVS4tADBSJicg5n1Wj5kN2Wqn_PYmKujGd7t57p7sfIXecjTlj2SNgG8c8z2Xf8vSMjDjLWZIKLc_JiImMJ1JlX5fkKsYfxjiXuRiR7_UGK9N5oG-mjXRVtaHZI33DqgkH6ppAFwa6SE1t6ap2GLAGjE90StcYO9o42m2QfnS-2m13kb4Hi4EuD23Tj6OPN-TCmW3E2796TT4X8_Vsmby-P69m09cEhNBdAkqhEjmAsqllNp2wUpTaSmBWGeVSg1aXqLniAICgTF6WVjkppBMIaMQ1GR_3QmhiDOiKNvjKhEPBWTHQKQY6xUCnGOj0gYdjoDURzNYFU4OPp5RkQotM97b7ow2Dh5M6f5F6omTWy_pP7n_bewxFBD8Qsj4gdIVt_H8H_AIEW4Oa</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Thematic Maps Improve Memory for Facts and Inferences: A Test of the Stimulus Order Hypothesis</title><source>Access via ScienceDirect (Elsevier)</source><creator>Rittschof, Kent A. ; Stock, William A. ; Kulhavy, Raymond W. ; Verdi, Michael P. ; Doran, Jenine M.</creator><creatorcontrib>Rittschof, Kent A. ; Stock, William A. ; Kulhavy, Raymond W. ; Verdi, Michael P. ; Doran, Jenine M.</creatorcontrib><description>Undergraduates studied a thematic map of colonial Ceylon and read an expository text containing facts related to, or not related to, the map theme. Stimulus order (map-text vs. text-map) was varied between subjects, and half of the learners in each stimulus order group received a verbal prime related to the map theme. Subjects in the map-first condition recalled more theme-related and unrelated text facts and made more correct inferences involving the theme displayed on the map. Verbal priming had no effect on memory for theme-related facts or inferences, but reduced recall of unrelated facts. These results were interpreted within the dual coding framework, where maps are encoded as structurally coherent images. Such images are computationally efficient and can be used to retrieve associated text facts and to make the comparative judgments required for inferencing.</description><identifier>ISSN: 0361-476X</identifier><identifier>EISSN: 1090-2384</identifier><identifier>DOI: 10.1006/ceps.1994.1012</identifier><language>eng</language><publisher>San Diego, CA: Elsevier Inc</publisher><subject>Attention ; Biological and medical sciences ; Encoding (Psychology) ; Fundamental and applied biological sciences. Psychology ; Higher Education ; Human ; Hypothesis Testing ; Inferences ; Learning Processes ; Learning. Memory ; Memory ; Priming (Reading Comprehension) ; Priming Effects ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Stimuli ; Stimulus Order Hypothesis ; Thematic Maps ; Undergraduate Students ; Verbal Communication</subject><ispartof>Contemporary educational psychology, 1994, Vol.19 (2), p.129-142</ispartof><rights>1994 Academic Press</rights><rights>1994 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c338t-c77e739cc7d2d0d250b3b8d4c0d7a7f2aed8be8171cccec7a9bbd7f434f3ecea3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1006/ceps.1994.1012$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,4024,27923,27924,27925,45995</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ485746$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=4038368$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Rittschof, Kent A.</creatorcontrib><creatorcontrib>Stock, William A.</creatorcontrib><creatorcontrib>Kulhavy, Raymond W.</creatorcontrib><creatorcontrib>Verdi, Michael P.</creatorcontrib><creatorcontrib>Doran, Jenine M.</creatorcontrib><title>Thematic Maps Improve Memory for Facts and Inferences: A Test of the Stimulus Order Hypothesis</title><title>Contemporary educational psychology</title><description>Undergraduates studied a thematic map of colonial Ceylon and read an expository text containing facts related to, or not related to, the map theme. Stimulus order (map-text vs. text-map) was varied between subjects, and half of the learners in each stimulus order group received a verbal prime related to the map theme. Subjects in the map-first condition recalled more theme-related and unrelated text facts and made more correct inferences involving the theme displayed on the map. Verbal priming had no effect on memory for theme-related facts or inferences, but reduced recall of unrelated facts. These results were interpreted within the dual coding framework, where maps are encoded as structurally coherent images. Such images are computationally efficient and can be used to retrieve associated text facts and to make the comparative judgments required for inferencing.</description><subject>Attention</subject><subject>Biological and medical sciences</subject><subject>Encoding (Psychology)</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Higher Education</subject><subject>Human</subject><subject>Hypothesis Testing</subject><subject>Inferences</subject><subject>Learning Processes</subject><subject>Learning. Memory</subject><subject>Memory</subject><subject>Priming (Reading Comprehension)</subject><subject>Priming Effects</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Stimuli</subject><subject>Stimulus Order Hypothesis</subject><subject>Thematic Maps</subject><subject>Undergraduate Students</subject><subject>Verbal Communication</subject><issn>0361-476X</issn><issn>1090-2384</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1994</creationdate><recordtype>article</recordtype><recordid>eNp1kL1PwzAQxS0EEuVjZWLwwJpix27ssFVVS4tADBSJicg5n1Wj5kN2Wqn_PYmKujGd7t57p7sfIXecjTlj2SNgG8c8z2Xf8vSMjDjLWZIKLc_JiImMJ1JlX5fkKsYfxjiXuRiR7_UGK9N5oG-mjXRVtaHZI33DqgkH6ppAFwa6SE1t6ap2GLAGjE90StcYO9o42m2QfnS-2m13kb4Hi4EuD23Tj6OPN-TCmW3E2796TT4X8_Vsmby-P69m09cEhNBdAkqhEjmAsqllNp2wUpTaSmBWGeVSg1aXqLniAICgTF6WVjkppBMIaMQ1GR_3QmhiDOiKNvjKhEPBWTHQKQY6xUCnGOj0gYdjoDURzNYFU4OPp5RkQotM97b7ow2Dh5M6f5F6omTWy_pP7n_bewxFBD8Qsj4gdIVt_H8H_AIEW4Oa</recordid><startdate>1994</startdate><enddate>1994</enddate><creator>Rittschof, Kent A.</creator><creator>Stock, William A.</creator><creator>Kulhavy, Raymond W.</creator><creator>Verdi, Michael P.</creator><creator>Doran, Jenine M.</creator><general>Elsevier Inc</general><general>Elsevier</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>1994</creationdate><title>Thematic Maps Improve Memory for Facts and Inferences: A Test of the Stimulus Order Hypothesis</title><author>Rittschof, Kent A. ; Stock, William A. ; Kulhavy, Raymond W. ; Verdi, Michael P. ; Doran, Jenine M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c338t-c77e739cc7d2d0d250b3b8d4c0d7a7f2aed8be8171cccec7a9bbd7f434f3ecea3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1994</creationdate><topic>Attention</topic><topic>Biological and medical sciences</topic><topic>Encoding (Psychology)</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Higher Education</topic><topic>Human</topic><topic>Hypothesis Testing</topic><topic>Inferences</topic><topic>Learning Processes</topic><topic>Learning. Memory</topic><topic>Memory</topic><topic>Priming (Reading Comprehension)</topic><topic>Priming Effects</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Stimuli</topic><topic>Stimulus Order Hypothesis</topic><topic>Thematic Maps</topic><topic>Undergraduate Students</topic><topic>Verbal Communication</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rittschof, Kent A.</creatorcontrib><creatorcontrib>Stock, William A.</creatorcontrib><creatorcontrib>Kulhavy, Raymond W.</creatorcontrib><creatorcontrib>Verdi, Michael P.</creatorcontrib><creatorcontrib>Doran, Jenine M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><jtitle>Contemporary educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rittschof, Kent A.</au><au>Stock, William A.</au><au>Kulhavy, Raymond W.</au><au>Verdi, Michael P.</au><au>Doran, Jenine M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ485746</ericid><atitle>Thematic Maps Improve Memory for Facts and Inferences: A Test of the Stimulus Order Hypothesis</atitle><jtitle>Contemporary educational psychology</jtitle><date>1994</date><risdate>1994</risdate><volume>19</volume><issue>2</issue><spage>129</spage><epage>142</epage><pages>129-142</pages><issn>0361-476X</issn><eissn>1090-2384</eissn><abstract>Undergraduates studied a thematic map of colonial Ceylon and read an expository text containing facts related to, or not related to, the map theme. Stimulus order (map-text vs. text-map) was varied between subjects, and half of the learners in each stimulus order group received a verbal prime related to the map theme. Subjects in the map-first condition recalled more theme-related and unrelated text facts and made more correct inferences involving the theme displayed on the map. Verbal priming had no effect on memory for theme-related facts or inferences, but reduced recall of unrelated facts. These results were interpreted within the dual coding framework, where maps are encoded as structurally coherent images. Such images are computationally efficient and can be used to retrieve associated text facts and to make the comparative judgments required for inferencing.</abstract><cop>San Diego, CA</cop><pub>Elsevier Inc</pub><doi>10.1006/ceps.1994.1012</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0361-476X |
| ispartof | Contemporary educational psychology, 1994, Vol.19 (2), p.129-142 |
| issn | 0361-476X 1090-2384 |
| language | eng |
| recordid | cdi_crossref_primary_10_1006_ceps_1994_1012 |
| source | Access via ScienceDirect (Elsevier) |
| subjects | Attention Biological and medical sciences Encoding (Psychology) Fundamental and applied biological sciences. Psychology Higher Education Human Hypothesis Testing Inferences Learning Processes Learning. Memory Memory Priming (Reading Comprehension) Priming Effects Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Stimuli Stimulus Order Hypothesis Thematic Maps Undergraduate Students Verbal Communication |
| title | Thematic Maps Improve Memory for Facts and Inferences: A Test of the Stimulus Order Hypothesis |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-27T10%3A20%3A47IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Thematic%20Maps%20Improve%20Memory%20for%20Facts%20and%20Inferences:%20A%20Test%20of%20the%20Stimulus%20Order%20Hypothesis&rft.jtitle=Contemporary%20educational%20psychology&rft.au=Rittschof,%20Kent%20A.&rft.date=1994&rft.volume=19&rft.issue=2&rft.spage=129&rft.epage=142&rft.pages=129-142&rft.issn=0361-476X&rft.eissn=1090-2384&rft_id=info:doi/10.1006/ceps.1994.1012&rft_dat=%3Ceric_cross%3EEJ485746%3C/eric_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ485746&rft_els_id=S0361476X84710125&rfr_iscdi=true |